^a^$at\}umt& %n^titutt of Cecl^nolos^. 



Twenty-Fifth Anniversary. 




COMMEMORATIVE ADDRESS 



BY 



AUGUSTUS LOWELL, ESQ. 



iWassadjusetts institute of Cecftnologp. 



Commemorative Address 



BY 



AUGUSTUS LOWELL, ESQ., 



AT THE 



GRADUATION EXERCISES, 

HUNTINGTON HALL, ROGERS BUILDING, 
Tuesday, June 3, 1890. 



O ) o > • » 



JOHN WILSON AND SON. 
i8go. 



COMMEMORATIVE ADDRESS. 



Gentlemen and Ladies, — Twenty-five years have 
passed since this building was finished and the Institute of 
Technology was opened, upon a very modest scale and with 
a very small number of scholars; but the germ was there, 
and its rapid growth has come from allowing the school to 
develop by a process of evolution which has accommodated 
its teaching gradually and surely to the wants of the age, 
until, although far from perfect, it is to-day in completeness 
and comprehensiveness of technical instruction unsurpassed, 
if not unrivalled, by any institution of its kind. 

The term " Technology " was given it by Dr. Jacob 
Bigelow, one of its earliest advocates, to represent a new 
departure in the history of instruction. Previous to this 
attempt, science had been taught as other branches of pohte 
learning, by the university method, with little profit to the 
ordinary student; while those who made it their serious 
study prepared to devote their lives to its service, with no 
thought of applying it to the affairs of life. Science, pursued 
for its own sake, had little concern for the demands of trade. 
Any such partnership was beneath its dignity, and justly so. 
A great change was approaching, however, in the industries 
of the country. New fields of labor were to be opened up, 
based upon the discoveries of science and the inventions to 
which these had given rise, and a class of men would be 



needed to conduct these new industries for whose instruction 
no provision had been made in the estabhshed systems of 
education. To meet this want was the aim of the founder 
of this school, Professor WilUam B. Rogers. Himself a 
student of pure science and eminent in many of its branches, 
but gifted with a rare power rightly to interpret the coming 
movement, he threw himself enthusiastically into the work. 

Professor Rogers was a native of Virginia. He had long 
been the Director of its Geological Survey, and Professor of 
Chemistry and Physics in its great University, but he had 
married here and had lately come to Boston to make it his 
home. To his high reputation as a scientist he added a rare 
power of lucid explanation, which enabled him to command 
the attention of all who listened to him, even when discussing 
the most abstruse subjects ; and so simple and engaging was 
his manner that the fascination he exerted over all classes of 
men was irresistible. With these qualities he gathered about 
him a miscellaneous collection of persons distinguished in 
their several branches of business, but with little scientific 
knowledge or training. To them he explained the advantage 
which his science could bring to their pursuits, and invoked 
their public spirit to enable him to confer upon the com- 
munity the inestimable blessing of such a school as he had 
conceived. Upon these men he relied for such advice and 
assistance in practical matters as he required, but the concep- 
tion was his own, and for many years he not only planned, 
but carried on the work, supplementing the instruction, where 
needful, out of the fund of his own great knowledge and ac- 
quirements. It is not too much to say, not only that but for 
him would no such school have been founded, at least not at 
that time, but that it would have been impossible, with such 
a staff and such appliances as he had at command, to have 
held it together, had he not been endowed with so remarkable 
a talent for imparting the vast knowledge he possessed, and 



5 

gifted with a power of sympathy and enthusiasm which af- 
fected all who approached him. 

Having secured the interest of this knot of followers, 
Professor Rogers's next step was to obtain from the Legis- 
lature a charter and a grant of land. These were given in 
April, 1 86 1, upon condition that fifty thousand dollars should 
be raised by private subscription to erect a building. The 
necessary sum was secured through the generous gifts of Dr. 
Walker and Mr. Huntington. The time, however, was not 
favorable to such an undertaking. The guns of Fort Sumter 
were still echoing in the public ear, and the demands upon 
the time and means of our citizens, and upon their interest 
and energies in the struggle for the maintenance of the 
Union, left little leisure or thought for other objects. The 
organization of the school was doubtless also hampered by 
the strangeness of the project, and the incredulity of the 
public as to the demand for such instruction. It was not to 
be expected that it should at once meet with such public 
recognition as to secure for it a proper organization and 
equipment. The project was novel, and as it had been 
started by the foresight and public spirit of a few individuals, 
it must be carried on by them at their own expense and by 
their own exertions until the public mind should have become 
educated to appreciate the service it was prepared to render. 
It was clearly a case where the supply must be expected to 
create the demand. To-day, after the Institute of Technology 
has been sending its young men out into the world for a 
quarter of a century, trained to apply the principles of sci- 
ence to the exigencies of the useful arts, there is a tenfold 
greater demand for its graduates than before such a supply 
existed. 

The close of the Civil War found the people of this country 
ripe for rapid development. The excitement and bustle of 
war were to be replaced by such an exhibition of national 



energy in the peaceful arts as the world had never before 
witnessed. Great inventions, due to the scientific progress 
of the past fifty years, were crowding upon us. Hereafter 
entirely new classes of activity were to appear, and the youth 
of the country, in order to take their place in the coming 
change, must be specially equipped for the work. 

In February, 1865, the school was opened with 27 scholars ; 
the following year there were 72, and from this the number 
rose rapidly, until, in 1872, it had reached 348. Then came 
the financial crisis, with the loss of credit, depression of in- 
dustry, and reduction of private incomes, and the effect of 
these upon the school was most disastrous. The number of 
students fell in three years to little more than one half what 
it had been in 1872, and this was followed by a forced reduc- 
tion of expenditures, dismissal of valued instructors and a call 
upon those who remained to do so at a serious reduction in 
their salaries. The retrenchments rendered necessary at this 
time came near destroying the Institute of Technology. It 
had few graduates to speak for it, and they were young men, 
occupying subordinate positions. Its friends were almost 
entirely confined to Boston, and some of these began to 
distrust the enterprise which they had assisted in founding, 
and more than one meeting of the Corporation was held 
which came near resulting in the abandonment of the whole 
undertaking. 

, The excellent work of its earlier days of poverty and de- 
pression and the reputation of its graduates saved it. With 
the revival of business prospects in 1879 dawned a new era 
of prosperity for the school. Again the number of scholars 
began to increase. In 1880 it was 200, and from that time it 
has steadily grown, until now it has reached 900, and this 
with no lowering of the standard of scholarship either for 
admission or graduation. Nine hundred students, ninety 
permanent instructors, and eleven separate courses, each 



comprising many branches of instruction, mark the point we 
have reached to-day. Truly a wonderful result to have been 
accomplished in so short a time ! 

Such an unprecedented growth has called for new and 
ever increasing expenditures by the Corporation, for which 
the means have never been in hand. Thus the building put 
up in 1883 cost $300,000, for which there was only $63,000 
specially provided. The debt at one time reached $200,000, 
and but for the courage and generosity of the treasurer, Mr. 
John Cummings, who put his own name upon its paper, it 
would have been impossible to go on. 

To superintend the work of such an institution demands 
courage and foresight on the part of its Directors. To rec- 
ognize the requirements of an enterprise of such rapid growth, 
and to provide in advance that there may be no hesitation or 
delay in carrying on the work efficiently, calls for business 
talent of no mean order ; to do all this, trusting to the future 
generosity of an appreciating public, requires a reliance upon 
human generosity, and a blind confidence in the future, which 
find no place in the ordinary conduct of affairs. 

But even with a wise and efficient government, failure must 
have ensued but for the generous co-operation of the Faculty. 
Patience, resolution, and self-sacrifice have all been required 
at the hands of the Professors and teachers, and nobly have 
they done their part. In the early days of the school the 
service of these men was a labor of love, but animated by 
their leader and encouraged by his devotion, they labored on, 
at every sacrifice, and earned a debt of gratitude from all 
lovers of higher education, which was the only return they 
could hope to receive beyond that of their own approval. 
In the name of the Corporation I desire to put upon record 
our full appreciation of all that they have done and are still 
doing for the Institute, and to thank them in our own name 
and that of the public for their faithfulness and generosity. 



s 



I know they have a pride in their work. I know that they 
glory in the Institute; and well they may, for it is above 
and beyond all things the result of their conscientious and 
disinterested labors. 

The debts of the Institute were paid in 1889, through the 
generosity of the Commonwealth, and by means of a large 
private contribution obtained chiefly through the exertions of 
Mr. William Endicott, Jr. But it was not destined to remain 
long out of debt. This condition had hardly been reached 
before it became evident that the renewed demand for space, 
due not more to the increase of students than to the rapid 
specialization of the work of the Institute and the higher and 
larger types of machinery and apparatus, had rendered the 
extension of only six years before inadequate.^ To meet 
this want the Corporation was compelled last summer to 
erect a new engineering building on Trinity Place, at a cost 
of $120,000, of which we owe practically the whole amount 
to-day. We have now ample space, but there is much that 
ought to be done, in justice to the teachers especially, which 
we would gladly do, but cannot for lack of means. The 
school has grown so fast, that it has been impossible to pre- 
serve its due proportions. Much has been pushed aside to 
meet more urgent wants, and we are sometimes almost 
tempted to wish that we could pause and put our house in 
order. But as success means growth, and rapid growth must 
necessarily be accompanied by much incompleteness of 
detail, we must accept its conditions, while we triumph in 
the result of our work, and remember that the school can 

1 The expense of instruction at a scientific and technical school increases far 
more rapidly, under an increase in the number of pupils, than at an ordinary 
classical college. The students must he taught in small sections, often in little 
groups around a machine or piece of apparatus, under the guidance of an in- 
structor. The cost of delicate instruments and powerful machines, which must 
always be kept abreast of invention and the best professional practice, is also 
very great. 



9 

never be complete until it has ceased to grow, and that 
then its days of usefulness will be numbered. Great, how- 
ever, as have been and still are the needs of the Institute, it 
never has been our habit to proclaim our wants. We have 
rather chosen to rely upon the recognition of a service well 
performed, knowing that the public is never slow to appre- 
ciate what deserves support, and may be trusted to see that 
an institution from which it gains so much is not suffered to 
languish for lack of means. 

An institution of learning may make a demand upon public 
recognition and gratitude because of its good work in train- 
ing successive classes of young men for usefulness in life, 
even though it be not an innovator in education, and uses 
only the old and famihar methods of instruction ; but it may 
acquire a further and larger claim by becoming a leader in 
its department, by introducing new methods, and opening 
the way to a better kind of intellectual and professional 
training. 

How the Institute of Technology has dealt with the thou- 
sands of young men who have been its pupils since 1865, 
what it has done for them, what places they now occupy in 
the industrial system, what services they have rendered to the 
arts and industries of the country, common fame will tell. 
Those who would study this matter more carefully will find 
material in the lists of its graduates and of the places they 
fill, as told in the annual catalogues. 

But in addition to its work in training a certain number of 
young men for the duties of life, the Institute of Technology 
has been pre-eminently a leader in education. Its influence 
has not been confined to what it has done for its own pupils, 
but has extended as far as its example of advanced scientific 
and technical instruction has gone. 

Almost at the very outset a long step forward was taken 
in the establishment of a laboratory of general chemistry. 



10 



Up to that time general chemistry had been taught wholly 
by means of text-books, or by lectures with experiments by 
the lecturer. The student's part was only to look and to 
listen, and learn in this way what he could. It was not until 
the student was put into the analytical laboratory, and took 
the retort into his own hand, that he did or discovered any- 
thing for himself. Under the inspiration of Professor Rogers 
and the enterprise and administrative skill of Professor 
Charles W. Eliot and Professor Frank H. Storer, a laboratory 
of general chemistry was established, and the pupil from the 
first day of his chemical studies was set to teach himself. 
This was no analytical laboratory. It was simply designed 
as a means of illustrating, emphasizing, and supplementing 
the instruction of the lecture-room in regard to the nature of 
chemical action and the characteristics of the principal ele- 
ments. The student was not told what he should find. He 
was told to do something and note what occurred. He was 
thrown upon his own faculties of observation and reflection. 
He learned to know himself, and to measure his own power, 
and he acquired ease and accuracy of manipulation by prac- 
tice. So far as known, this was the first laboratory of such 
a character set up in the world. Certainly it was the first 
one instituted in the United States for the instruction of con- 
siderable classes of pupils. The publication of Eliot and 
Storer's Manual, designed for students taking this course, 
marked an epoch in the history of education. 

Another equally important step in scientific education, and 
one of which the originality is beyond doubt, was taken at 
about this time in the establishment of a laboratory now 
known as the Rogers Laboratory of Physics. Under the 
inspiration of President Rogers the scheme of a laboratory 
where the student of physics should be set to make obser- 
vations and conduct measurements for himself, in demon- 
stration and illustration of the physical laws taught in the 



II 



lecture-room, was carried out with remarkable ability on both 
the scientific and administrative sides by Professor Edward 
C. Pickering, now Director of the Harvard Observatory. So 
complete was Professor Pickering's study of the needs and 
capabihties of such a laboratory, so masterly his treatment 
of it, that it has required only more room and additional 
apparatus to allow the system he then devised and formu- 
lated to be extended successively to classes of fifty, of one 
hundred, and even of one hundred and fifty students. 

In the school year of 1871-72 another forward step in 
education was taken at the Institute of Technology. Down 
to that time the instruction in mining engineering and metal- 
lurgy had been, here as elsewhere, conducted by means of 
text-books, lectures, drawing models, and assays of small 
pinches of ore, supplemented, in the case of the more fortu- 
nately situated schools, by occasional visits to mines in actual 
operation. In the year named a scientific expedition to the 
Rocky Mountains was undertaken by a large party of stu- 
dents and instructors from the Institute. While in the Colo- 
rado mining regions, Professor Runkle conceived the idea of 
a laboratory which should add to the existing means of in- 
struction in mining and metallurgy the practical treatment by 
the students of economic quantities of ores. This concep- 
tion, so fully in the line of the general work of the Institute, 
was given effect by the purchase in California, before the 
return of the expedition, of a number of pieces of apparatus 
suitable for the beginnings of such a labgratory. The appa- 
ratus thus obtained was set up by Mr. Robert H. Richards, 
then instructor, and now for many years Professor of Mining 
Engineering. 

From these small beginnings made under Professor 
Richards's care it has grown steadily to this day. It was 
the first proper metallurgical laboratory devoted to the pur- 
poses of instruction in the world. It is under its title, " the 



12 



John Cummings Laboratory," by far the largest and the best 
in the world to-day. Its graduates are found in the most 
important mines and smelting and reduction works of the 
United States, showing the effect of their training at the 
Institute, in which theory and practice were so happily com- 
bined, and in which everything taught in the lecture-room is 
at once put to use in experiment and research. 

In 1873 a further step in technical education led to the 
establishing of a laboratory of steam engineering. An engine 
of sixteen horse-power was set up, and the necessary appa- 
ratus for engine and boiler tests was provided. Out of this 
humble beginning has grown the largest and best equipped 
mechanical engineering laboratory to be found, in which not 
only is the work of instruction carried further than ever 
before, but original research, conducted jointly by the stu- 
dents and their instructors, is pushed to points often beyond 
the range of ordinary expert investigation within the profes- 
sion. In the same year the Lowell Free School of Industrial 
Design was established at the expense of the Lowell Insti- 
tute, for the purpose of promoting the industries of the coun- 
try, and especially the textile manufactures, by cultivating 
the American taste in respect to form and color. 

In 1876 the system of shop work as a means both of 
general and professional training was introduced. Half an 
acre of shops, filled with the best tools, machines, and en- 
gines, with over two hundred students pursuing this branch 
of instruction, represent to-day the poor, mean shed, with its 
scanty appliances, which was all that the funds at the com- 
mand of the Institute allowed to be erected in 1876. 

In 1 88 1 was established a laboratory of applied mechanics, 
devoted especially to the tests of building materials in wood, 
stone, and iron. The equipment of the laboratory has been 
increased from year to year, until it comprises a great vari- 
ety of apparatus and machines, designed largely by the 



13 

instructors in that department, for making almost every kind 
of test which the purposes of the engineer, the architect, the 
shipbuilder, or the mill-owner may require, — beam tests, 
column tests, belting tests, rope and wire tests, shafting tests, 
tests by tension, by transverse strain, by compression, by 
tensile strain, and continuous, intermittent, or instantaneous 
tests. 

In 1884 the germ of a biological laboratory, which had 
existed in a corner of the shed used for the workshops of 
1876, was developed with the aid of a large amount of phy- 
siological apparatus. The resources of the laboratory were 
turned, first, upon the preparation of its students for subse- 
quent medical studies, and, secondly, upon bacteriological 
investigations, to which the marvellous discovery of Koch 
and Pasteur had pointed. It is not too much to say, that 
there is scarcely a place in this country where as much im- 
portant bacteriological work has been done during the past 
three years as in this laboratory of the Institute. 

In 1882 the increased demands upon the department of 
physics for the higher and more technical instruction of 
students, looking forward to electrical practice, led to the 
establishment of a distinct service devoted exclusively to that 
end, and, in connection with the new building of 1883, to 
the equipment of an electrical laboratory, with engine, dyna- 
mos, electric motors, and a great variety of electric testing 
apparatus. Notwithstanding this equipment, this course in 
electrical engineering, as it has been developed at the Insti- 
tute, could not be sustained but for the machinery and ample 
appliances of the engineering laboratories. The training of 
the electrical engineer at the Institute of Technology differs 
from that usually followed, in that the electrical engineer is 
here regarded as primarily a mechanical engineer, but a me- 
chanical engineer who has specially studied the mechanical 
requirements of the electrical industries and enterprises, just 



14 

as the chemical engineer under the course established two 
years ago is regarded in his relation to the chemical indus- 
tries. And this introduces us to the last contribution made 
by the Institute of Technology to the philosophy of scientific 
and technical education, in the recognition of laboratory work 
in mechanics as an essential feature of a proper training in 
any branch of the great engineering profession. In the 
mechanical laboratories the students in each branch of 
engineering, civil, mechanical, mining, electrical, chemical, 
and sanitary, are called to perform the work of experi- 
ment, and to deal with the generation of power, and its 
application to the exigencies of their several contemplated 
professions. 

We have thus roughly traced the history of the Institute 
of Technology. We have seen within how few years it has 
grown from a doubtful experiment into one of the most 
important schools of the country. We have seen how 
largely it has enjoyed the confidence and liberality of the 
public, and we feel that we may securely rely upon the same 
generous support hereafter. We have seen how its methods 
of instruction have been adapted to the changes and develop- 
ments of practical science. We have seen that in this mo- 
bility, this power of adaptation, lay the grand idea of the 
whole scheme, and we are sure that, so long as it continues 
to be its guiding principle, the Institute of Technology will 
stand ; a monument to the character, learning, and wisdom 
of its founder, worthy the community in which its establish- 
ment was possible and by which it has been maintained, an 
honor to the instructors who have devoted their energies to 
its service, and fortunate, as we trust it may long be, under 
the direction of so distinguished and able a President as 
General Francis A. Walker. 



ADDRESS OF PRESIDENT WALKER, 
UPON PRESENTING DIPLOMAS OF GRADUATION. 



My Friends, — It is now my pleasant privilege, on 
behalf of the Corporation and Faculty of the Massachusetts 
Institute of Technology, to present to you the diplomas of 
your honorable graduation and to greet you Bachelors of 
Science. It is rightly a subject of congratulation, on your 
part and on the part of all these friends, that you have passed 
so faithfully and patiently through one or another of the 
severe courses which lead up to the degree of the Institute. 
Doubtless at times it has gone much against the grain to 
do all that was required of you, and to do it all well. But 
you have striven, and you have conquered. Never hereafter 
can you be as those who have not been tried. I do not 
believe that any one of you to-day regrets the severe exer- 
tions and the great sacrifices that have been required. 
Those who do such things never regret the doing. 

Behind you is a long course of laborious and honorable 
study and achievement; before you, a world which will never 
make upon you a severer demand than you have already 
successfully met. Are you not, then, glad that you have 
taken so brave a start in the cool of the day, and made so 
long a march in the morning of your lives, and now find 
yourselves so far on the way to personal and professional 
success, while sluggards are still droning and dozing away 
in camp the hours when the sun is low and the air is fresh 



i6 



and sweet? You are not to-day indulging in vain regrets as 
to hours which have been misspent, opportunities which 
have been neglected, and time that has been wasted in folly 
or vice. With the rightful pride of those who have fought a 
good fight, have kept the faith and finished their course 
with honor, you stand here and now, on the threshold of 
the great world, in the consciousness of duty hitherto well 
performed, of preparation for the labors of life carefully and 
thoroughly made, and of suitable and ample equipment for 
all the responsibilities of professional practice in the several 
lines for which you have been qualifying yourselves. I con- 
gratulate you. We say farewell without sorrow, since it was 
for this you came to us. But we bid you farewell in all affec- 
tion and respect, with all honor and regard, with the most 
pleasant recollections of your straightforward and honorable 
conduct here, and with the strongest anticipations of your 
success and prosperity, both in professional and in private 
life. 



CANDIDATES 



FOR 

THE DEGREE OF BACHELOR OF SCIENCE 
IN THE SEVERAL COURSES OF STUDY, 

WITH 

TITLES OF THE GRADUATION THESES. 



The Course of Study is indicated by the numeral after the name, as follows : — 

I. Civil and Topographical Engineering; II. Mechanical Engineering ; III. Mining Engi- 
neering; IV. Architecture; V. Chemistry; VI. Electrical Engineering; VII. Biology; 
VIII. Physics ; IX. General Course ; X. Chemical Engineering; XL Sanitary Engineering. 
^p^ Courses X. and XI. have been established too recently to be represented by graduates 
the present year. 

Arthur Henry Adams (II.) Newton, Mass. 

An Experimental Investigation of the Slip of Leather Belts on Cast-iron 
Pulleys. ( With S. D. Flood.) 

Charles Henry Alden, Jr. (IV.) Boston, Mass. 

A Design for the Plumbing System of a City House. 

Frank Wiley Atwood (V.) East Boston, Mass. 

Oil of Maize. 

Arthur Whittier Ayer (II.) Somerville, Mass. 

An experimental Study of the Effect of Kiln-drying on the transverse Strength 
of Spruce, 

Cyrus Gates Babb (I.) . . Boston, Mass. 

A Discussion of the Topography of Schoharie, N. Y.> and of Camden, Me. 

Joseph Black Baker (VI.) Newton, Mass. * 

Experiments on Commercial Storage Batteries. {With T. J. Sturtevant.) 

Hiram Ellsworth Baldwin (I.) Niles, Ohio. 

Design for a Three-hinged Arch. 



i8 



Spaulding Bartlett (V.) Webster, Mass. 

An Investigation of Several Methods for Setting Indigo Vats. 

John Langdon Batchelder, Jr. (VII.) . . Jamaica Plain, Mass. 
A Sanitary Bacteriological Study of the Milk Supply of Boston. 

Charles Boardman Beasom (II.) Nashua, N. H. 

Design for a Compound Engine, 

Elizabeth Emma Bickford (VII.) Piernaont, N. H. 

A Study of the Zoogloea Stage of Bacteria. 

John Balch Blood (VI.) Newburyport, Mass. 

The EfBciency of Alternating Current Transformers. {With W. L Smith 
and F. W. Swanton. ) 

Austin Dunham Boss (IT.) Willimantic, Conn. 

A Design for a Thread Mill. ( With E. F. Bragg.) 

Edward Franklin Bragg (II.) Taunton, Mass. 

A Design for a Thread Mill. ( With A D. Boss.) 

Lottie Almira Bragg (V.) Braggville, Mass. 

Distribution of Nitrogen and Phosphorus in the Products of Modern Milling. 

Edward Dexter Brown (VI.) Reading, Mass. 

An Experimental Study of the "Waste Field of Dynamos ( With F. M. 
Greenlaw.) 

Ernest Henry Brownell, A. B., Brown University (I.) 

Bristol, R. I. 
A Study of the Flow of Water in the Proposed Cape Cod Ship Canal. 

Edward Clifton Burnham, A. B., Brown University (II.) 

Pawtucket, R. I. 
Tests on the Lift and Discharge of a Safety-valve. 

Gary Nathan Calkins (IX.) Chicago, 111. 

Supreme Court Cases Affecting the Principle of Sovereignty, from 1791 to 

Morten Carlisle (VI.) Cincinnati, O. 

The Effect of Projecting Teeth in Ring Armatures. ( With J. Clark, Jr.) 

Chester Vernon Carlton (I.) Milford, N. H. 

A Discussion of Various Forms of Easement or Transition Curves. 

James Andrew Carney (V.) Lowell, Mass. 

A Study of Brom- and Nitroso-Phenols. 



19 



George Daniel Chapman (II.) Fitchburg, Mass. 

A Design for an Automatic Kack-Cutter, including some Tests on Milling 
Cutters. 

Frank Linten Chase (I.) ........ Louisville, Ky. 

A Discussion of Column P'ormulas. 
James Clark, Jr. (VI.) Louisville, Ky. 

The Effect of Projecting Teeth in Ring Armatures. ( With M. Carlisle.) 

William Henry Collins (V ) Fall River, Mass. 

Nature of the Union between Benzidine Colors and Cellulose. 
Walter Freeman Cook (IX.) Dorchester, Mass. 

A Comparison of Retail Prices in Boston and Vicinity. 
John Gooding Crane (I) Taunton, Mass. 

Design for a Lock Gate for a Ship Canal. 

Darragh de Lancey (11.) Plainfield, N.J. 

The Design, Construction, and Testing of a Torsion Dynamometer. {With 
K. C. Richmond.) 

Alexander James Delano (I.) Boston, Mass. 

A Study of Wooden and Metal Railroad Ties. 

John Oviatt De Wolf (II.) Greenfield, Mass. 

A Theoretical and Experimental Study of the Deflection of Locomotive 
Parallel-Rods. 

Frederick Holmes Dodge (II.) . Toledo, O. 

Some Experiments to Determine the Effect of Repeated Bending on 
Wrought Iron and Steel. 

Francis Williaisi Dunbar (VI.) Canton, Mass. 

An Experimental Investigation of the Various Electrical Methods of Testing 
Shunt Motors. {With M O Southworth.) 

Pierre Samuel du Pont (V.) Philadelphia, Pa. 

Determination of Silicon in Commercial Aluminum. 
Edwin Forrest Dwelley (I.) West Hanover, Mass. 

A Project for a Railroad to Connect the Village of Brant Rock, Mass , with 
the Old Colony Railroad. ( With C. G. Norris ) 

Elwood Allen Emery, B. L., University of Minnesota (IV.) 

Minneapolis, Minn. 
Design for a College of Music. 

William Henry Fenn (I.) Jersey City, N. J. 

A Discussion of the Application of Movable Dams to the Rivers of the 
United States. 



20 



William Parker Flint (II.) Brookline, Mass. 

A Study of the Balancing of the Drivers of the Eight-Wheel Locomotive by 
Means of Counterweights. 

Samuel Douglas Flood (II ) Chicago, 111. 

An Experimental Investigation of the Slip of Leather Belts on Cast-iron 
Pulleys. ( IVtth A. H. Adams.) 

George Warren Fuller (V.) West Medway, Mass. 

The Determination of Organic Nitrogen in Well Waters. 

George L. Gilmore (II.) Charlestown, Mass. 

An Investigation of the Temperature of the Gases in the Tubes of a Hori- 
zontal Multitubular Boiler. 

John Willard Glidden (II ) De Kalb, 111. 

Experiments on Explosive Mixtures. 

Harry Manly Goodwin (VIII.) Roxbury, Mass. 

Some Experimental Researches in Acoustics. 

Frank Murray Greenlaw (VI.) Roxbury, Mass. 

An Experimental Study of the Waste Field of Dynamos. ( With E. D. 
Brow7i.) 

George Ellery Hale (VIII.) Chicago, 111. 

Photography of the Solar Prominences. 

John Richardson Hall (VI.) Brookline, Mass. 

Efficiency Test of a Thomson-Houston Arc Lighting Dynamo. [With 
E. B. Raymond.) 

Philip Melancthon Hammett, A. B., Harvard University (II.) 

Newport, R. I. 
An Experimental Investigation of the Flow of Steam through an Orifice. 

Charles Hayden (IX.) Boston, Mass, 

An Historical and Statistical Study of Taxation in Massachusetts. 

Sophia Gregoria Hayden (IV.) .... Jamaica Plain, Mass. 
Design for a Museum of Fine Arts. 

Frank Hayes (II.) Superior, Wis. 

A Design of the Reciprocating Parts and Valve Motions of a Special Form 
of Compound Engine. 

Harry Edgar Hayes, A. B., Harvard University (VI.), Boston, Mass. 
The Influence of the Strength of the Core on the Action of the Magneto 
Telephone Transmitter and Receiver. 



21 



Schuyler Hazard (I.) Georgetown, S. C. 

A Project for Carrying Congress Street over the Tracks of the New York 
and New England Railroad at South Boston. ( With F. H. Kendall.) 

Frederick Stearns Hollis (V.) . . Newton Highlands, Mass. 
The Action of Alumina on Ammonia in Natural Waters. 

Sidney Ellsworth Horton (II.) . . . Windsor Locks, Conn. 
Experiments on the Efficiency of Steam-Pipe Coverings. 

Francis Howe Kendall (I.) Belmont, Mass. 

Project for Carrying Congress Street over the Tracks of the New York and 
New England Railroad at South Boston. ( With S. Hazard.) 

Harry Adams Kennicott (I.) Nebraska City, Neb. 

A Comparison of Various Sewer Cross-Sections with respect to Velocity 
and Discharge. 

Franklin Knight (I.) Lynn, Mass. 

A Project for Abolishing the Grade Crossing at Bridge Street, Northampton, 
Mass. ( With W. Z. Ripley>^ 

Bertram Augustus Lenfest (II.) Wakefield, Mass. 

Experiments on Surface Condensation. ( With S. W. Moore.) 

H. Ward Leonard (III.) New York, N. Y. 

Modern Methods of Distributing and Utilizing Electric Energy, with Special 
Reference to Mining Work. 

Ernest Arthur Le Sueur (VI.) Ottawa, Can. 

An Investigation of the Manner of Decomposition in a Certain Class of 
Electrolytic Cells. 

Bertram Haskell Mann (VI.) Weymouth, Mass. 

The Insulation Resistance of the Rail Circuits in Railroad Block-Signals. 

George Bancroft McConnell (I.) Roxbury, Mass. 

Water- Waste : Its Cause, Detection, and Prevention. 

George Edward Merrick (V.) Holyoke, Mass. 

Experiments on the Electrolysis of a Solution of Common Salt, together 
with some Experiments on the Effect of the Base on the Bleaching Effi- 
ciency of certain Hypochlorites. 

Frederick Metcalf (II.) Providence, R. L 

Strength and Elasticity of Fine Worsted Wool Fibres. 

BuRDETT Moody (1.) Dead wood. So. Dak. 

A Study of Bridge Floors. 



22 



Stephen Wallace Moore (II.) Newton, Mass. 

Experiments on Surface Condensation. ( With B. A. Lenfest.) 

Charles Neave, B. A., Yale University (VI.) . . Boston, Mass. 
Efficiency of Induction Coils used in Telephony. 

Allan Hovey Newell (II.) Stockton, Cal. 

Experimental Determination of the Modulus of Elasticity of the Skin of 
Cast-iron Beams. 

Norman Granville Nims (IV.) Keene, N. H. 

Design for a Chamber of Commerce and Exchange. 

Almon Evans Norris (II.) Cambridgeport, Mass. 

Design for an Automatic Tandem Compound Engine. 

Clarence George Norris (I.) Hyde Park, Mass. 

A Project for a Railroad to connect the Village of Brant Rock, Mass., with 
. the Old Colony Railroad. ( With E. F. Dwelley.) 

Harry Lincoln Noyes (I.) Boone, Iowa. 

Brakes for Railway Trains ; with a Discussion of the Value of the Westing- 
house Freight Brake to the Boston and Albany Railroad. 

Joseph Karr Noyes (I.) Binghamton, N.Y. 

A Review of the Plans of a Deck Plate Girder Bridge over the Chenango 
River, at Binghamton, N. Y. 

George Arthur Packard (HI.) Wakefield, Mass. 

The Extraction of Silver from Argentiferous Blende, and from Chloride and 
Sulphide of Silver. 

William Rowzee Peyton (II.) Duluth, Minn. 

Strength of Western White Pine. 

William Babcock Poland (I.) Boston, Mass. 

An Investigation into the Causes of Failure of Dams. 

Edward Brackett Raymond (VI.) .... Somerville, Mass. 
Efficiency Test of a Thomson-Houston Arc Lighting Dynamo. ( With J. R. 
Hall.) 

Calvin Winsor Rice (VI.) Winchester, Mass. 

Tests of Commercial Registering Current Meters. 

Knight Cheney Richmond, B. P., Brown University (II.) 

Providence, R. I. 
The Design, Construction, and Testing of a Torsion Dynamometer. { With 
Darragh de Lancey.) 



23 

William Zebina Ripley (I.) Newton, Mass. 

A Project for Abolishing the Grade Crossing at Main Street, Northampton, 
Mass. ( With F. Knight) 

Harold Barnes Roberts (II.) Boston, Mass. 

Investigation of the Valve Gears of the Triple Expansion Engine in the 
Mechanical Engineering Laboratory. 

Edward Robinson (II.) Hudson, Mass. 

Experiments on an Otto Gas Engine. ( With H. C. Slater.) 

Allen Hastings Rogers (III.) .... South Boston, Mass. 

Concentration of Copper in Calumet & Hecla By-Products. 

Minnie Hempel Rogers (IX.) Jamaica Plain, Mass. 

A Study ni International Law : The Doctrine of Non-intervention as exem- 
plified m the History of the United States. 

Louis Schmidt (V.) Cincinnati, Ohio. 

The Examination of a Crude Petroleum from Texas. 

Adelaide Sherman (V.) . . Boston, Mass. 

The Action of Nitrous Acid on Para-bromaniline. 

Charles Winslow Sherman (I.) Kingston, Mass. 

A Discussion of the Distribution of the Velocity of Water Flowing in Pipes 
and in Jets- 

Edmund Thomas Simpson (V.) Lowell, Mass. 

Experiments on the Rate of Formation of the Mono-Sulphonic Acids of the 
Aromatic Series. 

Howard Colfax Slater (II.) Providence, R. I. 

Experiments on an Otto Gas Engine. ( With Edward Robinson.) 

William Lincoln Smith (VI.) Boston, Mass. 

The Efficiency of Alternating Current Transformers. ( With J. B. Blood 
and F. W. Swanton.) 

George Adolph Sonnemann (III.) Boston, Mass. 

Pan Amalgamation of a Manganiferous Silver Ore. 

Martin Otis Southworth (VI.) Stoughton, Mass. 

An Experimental Investigation of the Various Electrical Methods of Testing 
Shunt Motors. ( With F. W. Dunbar.) 

Samuel Storrow, A. B., Harvard University (I.) . Boston, Mass. 
A Design for a Cantilever Highway Bridge. 



24 

Benton Sturges (IX.j Lake Geneva, Wis. 

Dissensions in the Churches of the United States, caused by Anti-Slavery 
Agitation, as illustrated especially in the Presbyterian and Methodist 
Episcopal Denominations. 

Thomas Joseph Sturtevant (VI.) ... So. Framingham, Mass. 

Experiments on Commercial Storage Batteries. (With y B. Baker.) 

Frederick Worcester Swanton (VI.) Bath, Me. 

The Efficiency of Alternating Current Transformers. ( With J. B. Blood 
and W. L. Smith.) 

John Henry Towne (IX.) Stamford, Conn. 

The Bases of Compensation of Labor. 

Elton David Walker (I.) Taunton, Mass. 

A Design of a Profile for a Masonry Dam, with a Discussion of the Relative 
Merits of Curved and Straight Dams. 

Robert Turner Walker (IV.) Greenfield, Mass. 

A Design for a Cathedral and Clergy House, with Approaches. 

Franklin Warren White (VII.) Boston, Mass. 

An Investigation of the Effects of Electricity upon Micro-organisms. 

Willis Rodney Whitney (V.) Jamestown, N. Y. 

A Study of Methods for the Determination of Nitrates in Natural Waters. 

Arthur Roberts Wilson (I.) Oakland, Gal. 

A Discussion of Experiments on the Flow of Water through Hose and 
Nozzles, and on the Height of Jets. 

Andrew Whitney Woodman (I.) Chelsea, Mass. 

A Study of the Methods of Connecting Floor Beams to Trusses. 



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